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East Side Union High School District
Marking Period 5. Biology Standards and Objectives
2010-2011
Important Notes:
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B.
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School days this Marking Period are 29, beginning February 14, ending March 31.
Winter Break from Feb 21 – Feb 25 (not counted in the school days).
Standards Covered:
o Evolution 8.a-8.e
o Physiology 9.a-9.e
By the end of this marking period, my students will be able to:
Standard 8.a: Students know how natural selection determines the differential survival of
groups of organisms.
 Relate the process of natural selection to its outcome.
 Summarize the main points of Darwin’s theory of evolution by natural selection as it is stated
today.
 Contrast the gradualism and punctuated equilibrium models of evolution.
 Describe how natural selection has affected the bacteria that causes tuberculosis.
 Relate natural selection to beak sizes of finches.
Standard 8.b: Students know a great diversity of species increases the chance that at least
some organisms survive major changes in the environment.
 Identify four elements in the process of natural selection.
 Summarize the process of species formation.
Standard 8.c: Students know the effects of genetic drift on the diversity of organisms in a
population.
Standard 8.d: Students know reproductive or geographic isolation affects speciation.
Standard 8.e: Students know how to analyze fossil evidence with regard to biological
diversity, episodic speciation, and mass extinction.
 Summarize how mass extinctions have affected the evolution of life on Earth.
 List the first vertebrates to leave the ocean.
 Describe how the fossil record supports evolution.
Standard 9.a: Students know how the complimentary activity of major body systems provides
cells with oxygen and nutrients and remove toxic waste production such as carbon
dioxide.
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Identify the 12 systems of the body and describe their basic function.
Label the parts of the digestive system.
Describe how nutrients are broken down by the digestive system into basic
macromolecules and absorbed into the bloodstream for cells to use.
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Relate how glycogen is stored in the liver and can be released to help maintain blood sugar
levels.
Recognize that nitrogen wastes in the blood are produced by the breakdown of proteins
and these wastes are removed by the excretory system.
Identify the parts of the respiratory system.
Explain how oxygen and carbon dioxide are exchanged in the alveoli.
Compare the two pathways of the circulatory system.
Describe how the systemic pathway of the circulatory system works with the digestive
system to transport nutrients to the cells and removes waste products from the cells
through the excretory system.
Describe how the pulmonary pathway of the circulatory system works with the respiratory
system to bring oxygen to the body cells and remove carbon dioxide.
Standard 9.b: Students know how the nervous system mediates communication between
different parts of the body and the body’s interactions with the environment.
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Note: Objectives for this standard cross over closely with objectives for Standard 9.e
Describe the difference between the central nervous system (CNS) and peripheral nervous
system (PNS), including the breakdown of sensory neurons, motor neurons, and
interneurons, and where these types of neurons are found.
 Reconstruct the divisions of the PNS into the Sensory Division [inc. internal and external
sensory neurons] and Motor Division [inc. Autonomic Nervous System (both sympathetic
and parasympathetic) and Somatic Nervous System]
 Diagram a reflex pathway, including the sensory neurons, interneurons in the spinal cord
and motor neurons.
 Relate the close relationship between the nervous system and the endocrine system, how
the release of different hormones by the endocrine system is controlled by the brain in the
CNS.
Standard 9.c: Students know how feedback loops in the nervous and endocrine systems
regulate conditions in the body.
 Describe the process of homeostasis, understanding how the body must maintain a stable
internal environment through coordination between the nervous system and the endocrine
system.
 Distinguish between the rapid response of the nervous system and the slower response of
the endocrine system, allowing the body different ways to interact with environment.
 Explain the basic function of the endocrine system, including glands, hormones and target
cells.
 Describe the different types of hormones (steroid and non-steroid) and how they travel in
the body.
 Explain how the brain (CNS) controls the hypothalamus (endocrine system), and the
hypothalamus controls almost all other glands.
 Construct a feedback loop, starting from a signal received by the brain, the hormone
messages sent to the body, causing a change in the body environment, which provides
feedback to the brain (a new change occurs).
Standard 9.d: Students know the functions of the nervous system and the role of neurons
in transmitting electrochemical impulses.
 Identify and label the basic structure of a neuron, including the cell body, axon, dendrites,
myelin sheath, and nodes of Ranvier and the synapse between two neurons.
 Understand and describe the pathway of a nerve signal down the length of the neuron
including:
a. The difference in charges between the inside and outside of a neuron cell and the
resting potential of the neuron.
b. Ion channels and ion pumps (using ATP to create concentration gradients)
c. Action Potentials – resting membrane, threshold potential, depolarizing and
repolarization of the membrane
d. Distinguish between action potentials on unmyelinated axons compared to action
potential speed on myelinated axons due to the nodes of Ranvier.
Standard 9.e: Students know the roles of sensory neurons, interneurons, and motor
neurons in sensation, thought, and response.
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Create a pathway of nerve impulses through sensory input, integration, and motor output.
Relate the different sense organs to the nervous system and how the sense organs help
create awareness for the body.
Relate the sensory neurons and motor neurons to their functions in the PNS, including how
these neurons help the body maintain homeostasis.